| This thesis argues that the implementation of new information and communication technologies (ICTs) in the Political Science classroom will provide new opportunities that will positively affect student learning. This contention is supported by the findings of a case study of Political Science courses employing new information and communication technologies at Acadia University from 1996 to 1998. Using the "lessons learned" from two years of technological implementation in the political science classroom, this thesis will explore the implementation of ICTs by illustrating numerous strategies and considerations for employing ICTs in different academic environments. Through an investigation of the unique circumstances that led to the implementation of a campus-wide computing initiative in 1996, the implementation of new ICTs within the Political Science classroom are critically assessed and approaches to technologically-enhanced political learning opportunities for other instructors of Canadian Political Science are proposed. The case study will also present the findings of a series of student surveys, indicating a series of positive and negative responses to the implementation of new information and communication technologies. |
